Tier 2 support for the students in the middle

The students you're already tracking

Every school has them. Students who test well and turn in nothing. Students who understand the material and miss the deadline. Students whose attendance slides for reasons nobody has fully unpacked. Students who are one system away from performing at their actual level, and who slowly get reclassified in everyone's mind as unmotivated.

They usually don't need remediation. They need to be taught how to manage school — a skill set most curricula assume rather than teach.

Where we fit in your MTSS

Tier 1 is strong instruction for everyone. Tier 3 is intensive and individualized. Tier 2 is the middle — students who need more than the classroom provides but less than a formal referral.

Executive function is frequently the gap at that tier. A student who understands the content, attends most days, and still can't organize, plan, or follow through isn't an instruction problem. Most Tier 2 menus have reading and math interventions and nothing that addresses this directly. The same is true of attendance: chronic absenteeism shows up in nearly every building, and the skills underneath it — planning, initiation, follow-through, self-monitoring — are rarely taught anywhere in the tiers.

We work alongside your Problem Solving Leadership Team to supplement what students need, using the data your team already collects to identify who belongs in a cohort.

What a cycle looks like

• Cohorts of 8–10 students, identified by your team
• 12 weeks, meeting weekly or every other week, on your intervention calendar
• A pull-out model, scheduled around instruction
• Skill instruction across the executive function skills that decide whether a school week holds together — initiation, planning, organization, time management, follow-through, and self-monitoring among them
• Students self-monitor their own understanding and growth in each skill, which is the part that transfers after the cycle ends
• I document movement in the measures your team already watches — missing assignments, days attended, and completion — alongside skill growth
• Entry and exit expectations agreed on before we begin

Cohorts run at the elementary, middle, and high school level, with the content and pacing adjusted for age.

How engagements work

• 01 — A conversation. What your data is showing, which students, and what's already been tried.
• 02 — A proposal. Scope, cohort size, schedule, measures, and cost in writing.
• 03 — Delivery. On your calendar and in your building.
• 04 — A summary. What we did, what moved, and what I'd recommend next.

Engagements are scoped individually, and pricing is discussed at consultation once we know cohort size and cycle length.